To identify the performance-based professional education needs of secondary level occupational teachers in New York State, an instrument composed of 365 performance behaviors organized into 57 clusters was mailed to 677 teachers representing six vocational education service areas and to 70 occupational supervisors. Usable returns from 515 teachers and 64 supervisors revealed that: (1) The teachers perceive some professional competencies (performance elements) as being very important in fulfilling their professional role while other professional competencies are perceived as unimportant, (2) There is a substantial overlap in the importance attached to professional competencies by the teachers, (3) The teachers in the six service areas perceive their performance at similar levels, (4) The level of teacher-supervisor agreement fluctuates widely between clusters, (5) There is little difference in the perceived inservice needs of occupational teachers in New York State, and (6) Professional education inservice programs are urgently needed. A sample survey instrument is appended. (SB)